This qualitative study investigates the benefits and concerns of pre-service physical education (PE) teachers in adopting motivational interaction, a teaching approach blending self-determination theory and motivational interviewing, after a 16-hour training course. Individual interviews (N=19) revealed two main storylines: enthusiastic and optimistic, versus partly reluctant. Analysis identified benefits like conflict reduction and relationship building. Concerns fell into four categories: (1) difficulties applying techniques in group settings; (2) mismatch with traditional teacher roles; (3) undesired effects on personal interactions; and (4) technique-specific challenges. The study uses Sekhon's Theoretical Framework of Acceptability to discuss how training can address concerns to improve the uptake and effectiveness of motivational interaction.
Publisher
Humanities and Social Sciences Communications
Published On
Dec 20, 2022
Authors
Elina Renko, Anja Koski-Jännes, Pilvikki Absetz, Taru Lintunen, Nelli Hankonen
Tags
motivational interaction
pre-service teachers
self-determination theory
training course
concerns
relationship building
motivational interviewing
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